Assessing Clinical Learners

This subject has the following teaching availabilities in 2013:

120 hrs

It is recommended that participants have some experience of teaching in healthcare settings and they are required to have spent at least three years in clinical practice.

Nil

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

One of the key roles of the clinical teacher is to reliably assess their learners’ knowledge, skills and performance to decide whether they have achieved competence in the area of instruction. This is not just important for appropriate academic achievement and progression, but to ensure that learners are being appropriately certified as safe and competent health professionals. This subject introduces participants to the current and emerging theories underpinning valid and reliable assessment of clinical learners and provides opportunities to develop and implement clinical assessment items, as well as practical experience in assessment.

In recognition of clinicians’ work patterns, there will be four contact half-days per semester (shared equally with the co-requisite subject). Each half-day will comprise a 1 hour lecture, a 1 hour seminar, and 2 hours of small group work (or visits to a nearby clinical teaching facility or simulation centre). An intensive option might appeal to clinicians requiring greater flexibility.

By completing this subject, participants should:

• understand the main theories on which assessments of clinical learners are based;
• be aware of the different formats of clinical learner assessment and the roles, strengths and limitations of each;
• know how to assess learners in simulated clinical environments;
• know how to perform workplace-based assessments;
• understand the purposes of different assessment formats;
• be able to use evidence in setting standards and determining competence.

• Mid semeser (40%): A folio of sample assessment items or tasks (with marking guides) including an analysis of the purpose, strengths and limitations of each (2500 word equivalent)
• End semester (30%): A 1000 word reflective piece on two half-day sessions spent as an examiner in a clinical examination
• End semester (30%): A 1000 word reflective piece on three workplace-based assessments as the examiner.

None

This subject is not available as a breadth subject.

After completing this subject, participants should be able to:

• apply theories and principles to specific clinical education contexts;
• access and use relevant research literature;
• identify best practice in the assessment of clinical learners;
• demonstrate understanding of the subject in concise oral and written formats.